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de Jong, Ester

Ester de JongDirector, School of Teaching and Learning
Director, Collaborative for Equity in Education
Professor, ESOL/Bilingual Education
School of Teaching and Learning

College of Education
University of Florida
2-290D Norman Hall
PO Box 117048
Gainesville FL 32611
Fax: 352-392-9193

Research Biography

Ester J. de Jong is a Professor in the School of Teaching and Learning. She teaches courses in bilingual and bicultural education and in curriculum, methods, and assessment for English speakers of other languages. Her research interests include two-way bilingual education and other integrated models for language minority schooling, educational language policy, and teacher preparation for bilingual students.


  • Ed.D. – Boston University, 1996, Literacy, Language and Cultural Studies
  • B.A./M.A. – Tilburg University, 1990, Linguistics and Literature Studies

Key Professional Appointments

Professor, University of Florida, School of Teaching and Learning, 2014-Present

Assistant/Associate Professor, University of Florida, School of Teaching and Learning, 2001-2014

Assistant Director, Bilingual/ESL programs (K-12), Framingham, Massachusetts, 1997-2001

Activities and Honors

2019    University of Florida Research Foundation Scholar (2019-2022)

2019    Senior Reviewer, Bilingual Research Journal

2013    Award for Excellence in Research on Bilingual Education (ATDLE)

2012    B.O. Smith Research Professor (2012-2015)

Grant Funded Projects

de Jong, E. J. (2019-2020). Principal Investigator. Partnership for Education and Educational Reform: Project PEER 2.0. Saudi Arabia Ministry of Education ($963,680.76)

de Jong, E. J. (2019-2020). Principal Investigator. Partnership for Education and Educational Reform: Project PEER. Saudi Arabia Ministry of Education ($367,116)

Coady, M., de Jong, E. J., & Harper, C. (2016-2021). Co-Principal Investigator. Project STELLAR: Supporting Teachers of English Language Learners Across Rural Settings. US Department of Education, Office of English Language Acquisition. ($2,394,991)

Bondy, E., de Jong, E. J., & Colvin, S. (2014-2017).  Co-Principal Investigator. Project ADePT: Advancing the Development of Preservice Teachers.  Center for Excellence in Elementary Teacher Preparation.  Florida Department of Education.  ($2,718,695)

de Jong., E. J., Coady, M., & Harper, C. (July 2007-July 2012). Principal Investigator. Developing English Language and Literacy through Teacher Achievement (Project DELTA). ($1,107,771). Funding agency: U.S. Department of Education. Project #T195N070016.

de Jong, E. J. (August 2009-2010). Principal Investigator. Equity in education: Scaffolding for peer interaction in linguistically heterogeneous classrooms. ($40,000). Spencer Foundation.

Selected Publications


de Jong, E. J. (2011). Foundations for multilingualism in education: From principles to practice. Philadelphia, PA: Caslon Inc.

Ramirez, P. C., Faltis, C. J., & de Jong, E. J. (2018). (Eds). Learning from emergent bilingual Latinx learners in K-12. New York, NY: Routledge.

Recent Chapters

Bearse, C., de Jong, E. J., & Tsai, M. (2018). Dilemmas and opportunities for TWI programs at the secondary level. In B. Arias & M. Fee (Eds.), Perspectives on dual language programs (pp. 86-102). Washington, DC: Center for Applied Linguistics.

de Jong, E. J., & Yilmaz, T. (2017). Examining components of school districts with high expectations for ELs’ academic success. In M. Daniels (Ed.), Culture, language and curricular choices. What teachers want to know about planning instruction for English learners (pp. 3-20). Boulder, CO: Rowman & Littlefield.

Brisk, M. E., de Jong, E. J., & Moore, M. C. (2015). Primary bilingual education: Pedagogical issues and practices.  In W. Wright, S. Boun, & O. García (Eds.), Handbook of bilingual and multilingual education (pp. 319-335). West Sussex, UK: Wiley-Blackwell.

Recent Refereed Articles

Yilmaz, T., & de Jong, E. J. (2020). Translanguaging as a boundary crossing mechanism: A Turkish-American youngster and her linguistic negotiation of three discursive spaces. Australian Journal of Applied Linguistics, 3(1), 11-25.

de Jong, E. J., & Naranjo, C. (2019). General education teacher educators and English language learner teacher preparation: Infusion as curricular change. The New Educator, 15(4), 331-354.

de Jong, E. J., Yilmaz, Y., & Marichal, N. (2019). Positioning multilingualism as a resource in dual language education. Theory into Practice, 58(2), 107-120.

de Jong, E. J., Naranjo, C., Li, S., & Ouzia, A. (2018). Beyond compliance: ESL faculty’s perspectives on preparing general education faculty for ESL infusion. The Educational Forum, 82(2), 174-190.

Turkan, S., & de Jong, E. J. (2018). An exploration of preservice teachers’ reasoning about teaching mathematics to English language learners. Teacher Education Quarterly, 45(2), 37-60.

de Jong, E. J., Li, Z., Zafar, A., & Wu, C. (2016).  Language policy in multilingual contexts: Revisiting Ruiz’s “language-as-resource” orientation. Bilingual Research Journal, 39(3-4), 200-212.

de Jong, E.J. (2016). Two-way immersion for the next generation: Models, policies, and principles. International Multilingual Research Journal, 10(1), 6-16.

Coady, M. R., Harper, C. A., & de Jong. E. J. (2016). Aiming for equity: Preparing mainstream teachers for inclusion or inclusive classrooms? TESOL Quarterly, 50(2), 340-368.

Selected Links

Project DELTA: https://education.ufl.edu/project-delta/